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It was the time for the camping trip. He was scared. He was scared of bears. He did not want to be eaten. He was also scared of bugs, ghosts, and poison ivy. His family packed a bug spray, and a first aid kit. His brother told him ghosts were not real. He was still scared of everything. It was his first time camping. He was also excited. He brought his journal. He wrote in the journal. "Dear Journal, I hope I do not get eaten by a bear. " It was his worst fear. Bears were huge. He saw one on television. They had sharp teeth. They had big claws. They roared loudly It was the night before the trip. He could not go to sleep. He could not stop thinking about the bear. He went to sleep. He dreamed about bears. It was not a nice dream.
He woke up. He was tired. He had a hard time going to sleep. He tossed and turned all night. He was scared. He had bad dreams. He dreamed about bears. It was the first day of the camping trip. It was early morning. He hid in his blankets. His family called his name. "Henry, it's time to get ready," called the family. He ignored his family. He did not want to go. He stayed in bed. He was excited about going camping before. But now he was too scared. "I do not want to go anymore," he said. His dad came in his room. He took off Henry's blankets. He picked him up. He put his clothes on. He put him in the car. "Do not be scared," he said to Henry. Henry was still scared. The camping trip lasted three days. Henry was not scared. There was nothing to be scared about. There were no bears. It was a nice camping trip.
He woke up late. His alarm rang, but he did not hear it. He was late for work. He jumped out of bed. "I am so late," he said. He ran to the restroom. He quickly brushed his teeth. He hopped in the shower. He took a five-minute shower. He dried his body. He quickly shaved. He cut himself. He shaved too fast. He was not careful. He washed his cut. He covered it with a band-aid. He ran to his closet. He grabbed his suit. He ironed it fast. He put on his suit. The suit still had wrinkles. He got in his car and drove away. There was traffic on the road. He honked his horn. He arrived at his company. He was one hour late.
Today was a big day. Five friends had planned to go out. The plan was to go to a restaurant. It was a good restaurant. It served all you can eat food. Everybody was excited. They had gone there before. It was their favorite restaurant. The restaurant was far. It took one hour to drive there. It took two hours on the bus. One of the friends drove a car. He had just purchased it. He drove his friends to the restaurant. There was no traffic on the way. They arrived in thirty minutes. Everybody was starving. They ordered their food. The restaurant was full of customers. The restaurant was special. It served raw food. You had to cook your own food. There was a grill on the table. It was fun. Everybody ate a lot of food. The bill was expensive.
Monday is the first day of the week. He did not like Mondays. He had to go to work. He worked at the post office. The post office was far away. He drove to work. It was a thirty-minute drive. Mondays were the worst. Tuesdays were just as bad. He did not like Tuesdays. He complained at work. "It is barely Tuesday?" he would ask. He could not wait for it to be Friday again. Wednesdays were better than Tuesdays. Wednesdays were far better than Mondays. Wednesday is known as "hump day". This means it is the midpoint of the week. Wednesday is the day after Tuesday. He still did not like Wednesdays. Thursdays were better. He liked Thursdays. Thursday is the unofficial start of the weekend. Thursday is the day after Wednesday. More importantly, it is the day before Friday. Friday is his favorite day of the week.
It was early morning. The sun was just over the horizon. She got on the bus. The bus was smelly. It smelled foul. Bus fare was one fifty. She paid her fare. "Good morning," said the bus driver. "Good morning," she said back. The bus driver was friendly. This was odd. She mostly met mean bus drivers. She wondered why. The bus was full. She looked around for seats. There were no seats in the front. She looked to the back. There was one seat available. She made her way to the back. There were a lot of people. "Excuse me," she said. She touched elbows with people. The people let her through. She reached the back of the bus. Her seat had been taken. She held on to a pole and stood. It was a brand new day. She was happy. It was her first day of university. The bus rode on.
He took a deep breath. He looked down. The water looked cold. He was nervous. "Come on, Jump!" said his friends. He was on a ledge of a cliff. It was a big drop. All his friends had jumped. They were swimming in the water. His friends waited for him. Fifteen minutes had gone by. He had not jumped. "What are you, chicken?" teased one of his friends. He was scared indeed. He imagined bad things. He imagined breaking his bones. He imagined drowning. He imagined being eaten by a fish. "I don't think this is a good idea," he said to his friends. His friends then told him not to do it. They were worried. He stepped off the ledge. He climbed down. He safely got in the water. He was safe. He was relieved.
They were on a train. He sat across her. He looked at her. She looked familiar. She was writing on her iPad. She looked concentrated. The train sped along its tracks. It made large sounds. There were many passengers on board. He looked to his right. He saw a man with long hair. He saw a woman holding a dog. He saw a kid with food on his face. He looked to his left. He saw an old man with a cane. He saw a young lady crossing her legs. He saw a fat man eating peanuts. No one looked familiar, except her. She sat in front of him. He thought for a minute. He could not remember. The train had come to a stop. It had reached its destination. Passengers were exiting the train. He lost sight of her. He looked around to see where she went. She was nowhere in sight.
He tried the roller coaster ride the first time. He did not like it. He tried it a second time. He still did not like it. They say third time's the charm. He went back in line. The lines for roller coasters were long. Everybody he knew loved riding roller coasters. Everybody loved them except him. He thought roller coasters were terrifying. He did not know what the big deal was. Why risk your life, he thought. He was waiting in line. People in line were impatient, but he was not. The line moved forward. His turn for the ride came. He was strapped on the roller coaster. "Please keep you hands and legs together," he was told. The roller coaster began moving. It slowly ascended to the top. It plummeted to the bottom. He vomited all over himself.
The big race was tomorrow. He would be competing with people from other schools. It was his first big race. He was worried, but he was also excited. He was the fastest boy in his school, and he had been training for months. He had been running for a long time. He joined track when he was in middle school. He loved running. He ran everywhere. He ran to the market to pick up groceries. He ran to school in the mornings. He ran back home after school. He ran to his friends' house. His friends lived far away. He did not mind running. Running was his passion. It was the night before the race. He had a good night sleep. In the morning he woke up ready. The race was in a couple of hours. He got ready. He was not nervous anymore. He was prepared to race.
كان هناك طالب من كوريا الجنوبية , يقول أن لديه مشكلة كبيرة في النطق. إنه يعلم أن نطقه ليس جيدًا ولكنه لا يعرف كيف يجعله أفضل. لا يتكلم كثيرا لأنه لا يحب طريقة نطقه.
يقول إنه يقرأ ويسمع اللغة الإنجليزية و يفهمها جيدًا ولكنه يريد أيضًا التحدث جيدًا. يسأل عما إذا كان هناك شيء يمكنه فعله لتحسين نطقه.
قال له المدرس، "حسنًا ، يمكنني إخبارك بشيء عن النطق وكيفية التدرب عليه. أريد أيضًا أن أعلمك تقنية يمكن أن تساعدك في تحسين النطق.
أولاً ، علينا أن نعرف سبب معاناة الطلاب من مشاكل النطق. عندما نتحدث ، علينا أن نحرك أفواهنا. علينا استخدام العضلات في أفواهنا. المشكلة هي أنك عندما تتحدث الإنجليزية ، فأنت تستخدم أحيانًا عضلاتك كما في لغتك الأم. إذن فإن نطقك للغة الإنجليزية يشبه النطق بلغتك الأم.
يحدث هذا للعديد من الطلاب الذين يتعلمون اللغة الإنجليزية. كل طالب تقريبًا لديه نطق مختلف قليلاً عن المتحدثين الأصليين. إنها ليست مشكلة كبيرة لأن الناس عادة يفهمون ما تريد قوله. أنت طالب ومن المنطقي ألا يكون نطقك مثاليًا عند دراسة اللغة الإنجليزية.
ولكن يمكنك العمل على نطقك وتحسينه. هناك تقنية رائعة يمكن أن تساعدك كثيرًا.
اسم هذه التقنية هو التظليل (shadowing). هذه التقنية بسيطة للغاية. عندما تقوم بالتظليل(shadowing) ، فأنت ببساطة تنسخ الصوت الذي تسمعه. عندما يتعلم الأطفال لغتهم الأولى ، فإنهم يقلدون أيضًا ما يسمعونه. ينسخون مايسمعون من ابائهم مرارًا وتكرارًا وبعد فترة من الوقت يكون نطقهم مثاليًا. يمكنك تعلم نطق اللغة الإنجليزية بنفس الطريقة.
يمكنك اخد بعض المقاطع التي ليست سريعة جدًا والتي تفهمها جيدًا. أنت تستمع وتقوم بنسخ ما تسمعه عندما تسمعه.هذا كل شيء ".
ثم قال ، "التظليل (Shadowing ) مفيد أيضًا عندما تستعد لعرض تقديمي وترغب في الحصول على نطق جيد. قبل العرض التقديمي ، يمكنك الذهاب إلى مكان ما حيث تكون بمفردك ويمكنك التظليل (Shadowing ) لمدة 10 دقائق تقريبًا. سترى كيف يساعدك ذلك على الحصول على نطق أفضل أثناء العرض التقديمي ".
عندما تريد أن يكون لديك نطق جيد ، كرر ما تسمعه بعد المتحدثين الأصليين.
مونيكا هي طالبة من ايطاليا. سألت المعلمة مونيكا بعض الأسئلة. المعلمة تعرف مونيكا لأن مونيكا كانت في فصلها قبل عام . كان فصلًا للمبتدئين ولم يستغرق سوى أسبوعين خلال العطلة الصيفية.
عندما تحدثت مونيكا ، كانت لغتها الإنجليزية جميلة. نطقها كان جيدا . وكانت تتحدث بطلاقة .
كانت المعلمة سعيدة للغاية وقالت لمونيكا ، "يجب أن تكون مدرستك في إيطاليا جيدة جدًا."
قالت مونيكا ، "أنا لم أذهب إلى أي مدرسة. أتعلم اللغة الإنجليزية في المنزل. أنا أستخدم التقنيات التي تغلمتها منك. أقوم بالكثير من القراءة وتكرار الكلام اللذي اسمعه بصوت عال (shadowing التظليل ) والتفكير بصوت عالٍ. أحاول التفكير باللغة الإنجليزية أكثر من الإيطالية.
هذه هي الطريقة التي أعمل بها على تحسين لغتي الإنجليزية. لقد ساعدني الأسبوعان اللذان قضيتهما في الصيف الماضي في صفك كثيرًا. لقد أظهرت لي الطريق. أعرف كيف أعمل على تحسين لغتي الإنجليزية كل يوم. هذا هو سبب رغبتي في المجيئ إلى صفك مرة أخرى لأنه قبل عام ، كنت مبتدئًتا ويمكنني الآن التحدث باللغة الإنجليزية. أريد أن أتعلم منك مرة أخرى ".
كانت المعلمة سعيدة لسماعها هذه الكلمات و شكرت مونيكا على عملها الشاق.
تقول المعلمة ، "إن تقنية " التفكير بصوت عالٍ " فعالة للغاية. يجب أن يكون لديك دافع قوي لتعلم اللغة الإنجليزية إذا كنت ترغب في الاستفادة من هذه التقنية.
من الجيد أيضًا معرفة أن هذه التقنية مجنونة بعض الشيء بالنسبة لبعض الناس. ولكن عندما تبدأ في التفكير بصوت عالٍ ، يمكن أن تكون لغتك الإنجليزية أفضل بسرعة كبيرة ".
"حسنًا ، إنه في الواقع امر بسيط للغاية. أنت تفكر بلغتك الأم طوال اليوم كل يوم. هذا طبيعي. الآن ، يمكنك البدء في التفكير باللغة الإنجليزية. وعندما تبدأ في التفكير باللغة الإنجليزية ، يمكنك التفكير بصوت عالٍ. أنت ببساطة تقول ما تعتقده بصوت عالٍ. هذا كل شيء ".
ثم سألت المعلمة مونيكا إذا كان من المناسب لها التحدث عن تجربتها في التفكير بصوت عالٍ.
قالت مونيكا ، "عندما بدأت بهذه التقنية ، لم يكن الأمر سهلاً. لقد بدأت بجمل بسيطة للغاية. على سبيل المثال ، "يمكنني التحدث باللغة الإنجليزية. من الجيد أن أتحدث الإنجليزية. أريد أن أكون أفضل. أنا بحاجة إلى الممارسة كل يوم. لا أعرف الكثير من الكلمات. لكن يمكنني استخدام هذه الكلمات جيدًا. أستطيع أن أقول أفكاري بهذه الكلمات. أستطيع أن أفعل ذلك. هذا عظيم.'
كانت الجمل بسيطة حقًا. لكن في البداية كانت هناك مشكلة واحدة. كان تفكيري باللغة الإيطالية طويلًا ومعقدًا. لم أستطع أن أقول باللغة الإنجليزية بالضبط ما كنت أقوله بالإيطالية. كنت بحاجة إلى إيجاد نموذج أبسط للغة الإنجليزية. كان التفكير بلغة إنجليزية بسيطة هو الجزء الأصعب. لكن بعد مرور بعض الوقت كان من الطبيعي بالنسبة لي أن أفكر باللغة الإنجليزية.
ثم حدث شيء مثير للاهتمام. التقيت بفتات من استراليا. كانت في إجازة في إيطاليا. كنت ما زلت مبتدئًتا ، لكننا بدأنا في التحدث باللغة الإنجليزية. استطعت أن أرى أنني تمكنت من التحدث معها دون مشاكل كبيرة. كانت جملي بسيطة وقصيرة ، لكنني كنت قادرًتا على التحدث. لم أترجم الكلام في نفسي من الإيطالية إلى الإنجليزية.
بعد الالتقاء مع هذه الفتات من أستراليا ، بدأت في استخدام التفكير بصوت عالٍ أكثر. ساعدني هذا الأسلوب كثيرًا في حديثي. ما زلت أستخدمه كل يوم. إنها حقًا تقنية فعالة للغاية ".
ان كنت تريد التحدث باللغة الإنجليزية بطلاقة ، فكر بصوت عالٍ.